Pay attention to old knowledge and guide students into the world of mathematics
Ausuper once said: "One of the most important factors affecting learning is what learners already know. Just find out this and follow the instructions. " In other words, students' existing mathematical knowledge and experience have an irreplaceable influence on their future study.
For example, the connection between junior high school mathematics knowledge and senior high school mathematics knowledge is very important. When explaining the concept of function in junior high school, it is described by the corresponding relationship between independent variables and function values. However, when explaining the concept of function in senior high school, we not only give some expansion and extension on the basis of junior high school teaching, but also add a new knowledge set, which is the difference between junior high school and senior high school. Teachers don't need to show in teaching, they just need to design a plan to understand students' mastery of junior high school knowledge and make corresponding teaching adjustments. Guide students into the world of mathematics and lay the foundation for the future teaching process.
Create situations and introduce new lessons.
There are experiments in mathematics. In mathematics teaching, teachers properly design experimental situations according to the requirements of curriculum objectives. Through students' hands-on exploration, careful observation and mutual discussion and exchange of results among groups, students can experience the intuition of mathematics in the experiment, which is helpful for students to understand mathematical concepts more intuitively, accept more mathematical knowledge in the shortest time, and improve the classroom efficiency of mathematical theory courses. Compared with junior high school students and primary school students, senior high school students show a certain maturity tendency in many aspects, but their understanding of things is still more perceptual and tends to experience feelings.
This is the source of the idea of setting situations to introduce new courses. At this time, teachers can set up some intuitive and emotional teaching situations such as game situations, competition situations and question situations to introduce new courses. For example, the axiom of introducing two points to determine a straight line in a set life situation includes: a carpenter can pop up a straight ink line through two points on a board, and a tree planter can determine a straight line of a row of trees by first determining the positions of two trees when planting trees on the sidewalk. These examples are all cases of introducing life situations to teach new lessons, improving students' emotional experience, and then improving classroom teaching efficiency.
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Classroom teaching methods of senior high school mathematics
Create a harmonious teaching atmosphere
For a long time, due to the influence of exam-oriented education, teachers pay more attention to the teaching of top students, and schools pay more attention to the teaching management and humanistic care of top students in pursuit of teaching achievements and enrollment rate. As a group in the class, underachievers are often ignored by teachers because of their relatively backward academic performance for a long time, and are ridiculed and discriminated by classmates from time to time, resulting in inferiority complex, estrangement from teachers and classmates, and unwillingness to communicate and get close to them. Are underachievers really unwilling to be taken seriously? Really don't want to make up for your academic performance? In fact, everyone is eager to be taken seriously, eager to get the understanding and help of teachers and classmates. Senior high school math teachers should be responsible for all students and take it as their responsibility to promote the growth and development of each student.
On this basis, we should understand the situation of underachievers and their needs, respect their personality, understand their mentality and give them more attention and care. We should use our tolerance and love to make students feel the care and love of teachers. To this end, we can consciously spend more time talking with them, understand their life and study, and often participate in their math learning activities. At the same time, we should also educate other students to treat underachievers correctly and give them more care and help. Good teacher-student relationship is a necessary prerequisite for creating a harmonious teaching atmosphere. Harmonious teaching atmosphere can arouse students' learning enthusiasm and stimulate their learning motivation, which is conducive to mutual assistance and improvement among students and plays a vital role in the transformation of underachievers.
Arouse the learning enthusiasm of poor students
In the teaching process, we should create a successful teaching environment for underachievers. Every student has more or less successful experience in learning. Facing the new learning task, teachers should consciously create an environment or atmosphere in teaching, so that underachievers can not only get the joy of success, but also get new success on the existing basis. For example, in the teaching of new knowledge, I am partial to underachievers, and try to achieve "three more and one less"-let them play more, ask more questions, encourage more and criticize less. In order to arouse their enthusiasm for learning and gradually improve their ability to analyze and solve problems. Furthermore, considering the potential ability and development level of underachievers, we should create a successful atmosphere for underachievers from the aspects of teaching content, teaching speed, classroom questioning, homework difficulty and correction. In mathematics teaching, give more examples closely related to production and life, so that students can feel that learning mathematics can "apply what they have learned".
When asking questions in class, break the situation that upper middle school students "dominate the world", pay attention to creating opportunities for underachievers, and let them finish when their answers are not satisfactory; If you can't answer, you are allowed to discuss with your peers or read books, find the answers from them, and give some corresponding comments, such as: "Good answer, keep working hard", "You can answer the teacher's questions very well, but the answers are not (very) correct, so listen carefully, think more, and you will definitely answer better next time" and so on. If they can't do it again, give them appropriate hints, inspire them to think with their brains, give them the expectation of success, and don't deny or blame them easily, which will hurt their self-confidence. Once their answers are correct or partially correct, I immediately give affirmation and encouragement, so that they can get the joy of success, thus increasing their trust in themselves and their expectation of learning. Because of this kind of underachievers, their enthusiasm for learning is very low, but when they are affirmed and encouraged in their studies, they will have some interest and curiosity in learning. In practice and homework, consider the ability of underachievers, appropriately reduce the difficulty of practice, criticize underachievers' homework face to face, find problems, give face-to-face counseling, correct them in time, correct their mistakes in learning, and guide problem-solving methods.
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How to Construct Efficient Mathematics Classroom in Senior High School
Brainstorm ideas and encourage students to study cooperatively.
The difficulty of senior high school mathematics has obviously increased, and gradually extended to the forefront of mathematics, such as mathematical philosophy, mathematical fuzziness and other fields, which greatly expanded students' thinking space. Accordingly, in high school mathematics class, teachers need to organize group discussion and cooperative inquiry, which is an effective supplement to students' individual learning. In order to stimulate all students' interest in learning, we can work together to promote the sharing of experiences among students, especially.
Classroom teaching as a system. It needs constant feedback and correction. In classroom teaching, different students have different learning styles and correction needs, especially in rural senior high schools. The students' sources are poor, and the math level of the students in the class is uneven. Designing appropriate corrective activities requires a lot of planning time. If teachers are the only source of help in corrective activities, then management difficulties will delay teachers' help to students, thus reducing its effectiveness. If cooperative learning is adopted, students can quickly get the help of peer's high-quality correction activities, shorten the correction time and have more time to complete learning tasks. Group cooperative learning can also motivate students to improve their learning motivation and reduce their anxiety.
Using the principle of emotion to arouse students' enthusiasm for learning mathematics well
Timely praise and encouragement is an important way to improve learning interest. In classroom teaching, we should give correct evaluation and appropriate encouragement to students' enthusiasm and achievements. For example, after a concept is finished, let the students repeat it and answer the connotation and extension of the concept; After an example, let the students sum up the solution and what mathematical ideas and methods are used. For students with poor foundation, you can ask more basic questions and give them more opportunities to exercise. At the same time, teachers should encourage students to ask questions boldly, answer their questions patiently and carefully, and give them timely affirmation and praise to enhance their courage and confidence in asking questions. When students do their homework well, when their problem-solving methods are novel, when their grades are improved, and when they show the spirit of hard work, they are given appropriate praise to enhance their learning confidence, stimulate their enthusiasm for comparison, and achieve the purpose of praising one person and inspiring a large film.
What underachievers in mathematics need most is love and trust. They can understand the teacher's expectations from a teacher's eyes, a gesture and a voice. Even a smile, a verbal praise, a warm and encouraging look, an opportunity to show, and even a teacher greeting students in some public places and playing games with students after class may provide them with an opportunity to love mathematics and then study hard, which will give students an invisible force.
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Effective teaching measures of senior high school mathematics
1. Pay attention to the connection of mathematics knowledge points between junior high school and vocational high school.
Mathematics is a highly consistent knowledge system. The lack of any knowledge will affect the study of new courses, especially the underachievers. There is a lot of knowledge related to the content of mathematics textbooks in junior high school and vocational high school, but the mathematics foundation of vocational high school students is not well laid in junior high school. If they learn vocational high school knowledge directly without junior high school-related knowledge, they may not understand it, so we should do a good job of connecting junior high school and vocational high school knowledge. For example, quadratic equation and quadratic inequality, acute trigonometric function and arbitrary trigonometric function, parabola and quadratic function, etc. Some are new content in senior high school and some are old knowledge in junior high school. Therefore, in teaching, we should not only strengthen the review of junior high school related knowledge, but also clarify the differences and connections between old and new knowledge, and timely infiltrate the mathematical thinking methods of transformation and analogy.
2. The artistry and interest of mathematics teaching language should be strengthened to stimulate students' interest in learning.
In classroom teaching, teachers should not only observe the learning mood of the whole class at any time, but also pay special attention to the learning mood of the underachievers. Underachievers are often inattentive in class. They are not interested in the teacher's step-by-step teaching and boring language teaching, nor in mathematics knowledge. At this time, teachers should properly use artistic and interesting teaching language, enliven the classroom atmosphere, guide each student to enter the role and think positively to achieve the teaching purpose.
3. Emphasis on psychological offensive, so that students can truly become the masters of learning.
Teachers should emphasize psychological offensive and strengthen praise for students. Because spiritual encouragement is more important than material rewards, it can stimulate students' enthusiasm for learning. For example, if you encounter some relatively simple basic questions during the lecture, you can let the underachievers practice on the blackboard, and the teacher can add a little. When they answer correctly, they can be praised in public for "doing well". Exactly. "This will enhance their confidence in learning mathematics. For example, when correcting homework, you can write more "homework has improved!" """Come on! Keep trying! "If you appreciate the language, students will feel the teacher's attention and concern for themselves. Students will study harder, give full play to their potential and truly become the masters of learning. Teachers should praise and encourage underachievers, create a relaxed and happy learning environment for them, and mobilize students' learning enthusiasm.
4. Teachers should pay attention to cultivating students' interest in learning mathematics.
In order to improve the quality of mathematics teaching, we should pay attention to cultivate the interest of underachievers in learning mathematics, stimulate their enthusiasm for learning and narrow the distance between teachers and students. Therefore, it is necessary to strengthen the intuition of teaching in teaching, and let students understand concepts and properties through intuitive teaching, just like physics and chemistry. For example, when talking about "non-planar straight line", students can put their pens in non-planar, intersecting and parallel positions to deepen their understanding of the concept of non-planar straight line. For another example, when creating a teaching situation, we can get more contact with students' real life, so that students can enter the role better and faster and improve their interest in learning mathematics.